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In this book, I present seven basic components of positive niche construction to help teachers differentiate instruction for students with special needs (2012). Armstrong goes on to identify the seven components of positive niche construction in the classroom: Assessment of students’ strengths
Positive niche construction is an alternative framing to “least restrictive environment” that shifts us from deficit model framing to a strengths-based social model framing that supports neurodiversity.
I describe eight components of ”positive niche construction” including: awareness of one’s strengths, positive career affirmations, enhanced human resource networks, universal design for learning (UDL) strategies, environmental modifications, positive role models, inner resources, and educator attributes.
The idea Armstrong highlights in his book is called, “positive niche construction” (PNC). Armstrong proposes this idea as an alternative to the more classic idea of “least restrictive environment” (LRE).
positive niches—advantageous environ-ments that minimize weaknesses and maximize strengths and thereby help students flourish in school. Here are seven practical components of positive niche construction that educators can use to help students with special needs. (For a case study, see “How Can We Best Help Brittany?” on p. 14.)
The idea Armstrong highlights in his book is called, “positive niche construction” (PNC). Armstrong proposes this idea as an alternative to the more classic idea of “least restrictive environment” (LRE).
I think that one important component of what I call “‘positive niche construction’’ is to teach about positive role models who have disabilities of all kinds, but who managed to...